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Something that takes you to school is a _____. (no school bus picture present) ____________ Find the one that has a stop sign. ____________ Tell me something with wheels. (school bus picture present) ____________ Get the school bus. ____________ Do this. ____________ Asking for school bus when you want a toy school bus. ____________ Saying school bus when you hear a school bus arriving at a bus stop. ____________ Saying school bus when you hear it said. ____________ How did you get to school this morning? ____________
Word Bank: Mand, Echoic, Motor Imitation, Listener Responding, Tact, Intraverbal, LRFFC, TFFC, and IFFC
SODA
MOTOR IMITATION
Copying someones motor movements. A tendency to sign soda when someone else signs soda. Student Behavior Verbal Behavior (Matches Other Person) Reinforcer Social
MAND (Request)
Asking for reinforcers that you want. A tendency to say or signsoda when you want it (ex. when there is an EO or motivation for it). Student Behavior Verbal Behavior Reinforcer Specific to the EO
Naming or labeling objects, actions, events, relations, properties, etc. A tendency to say or sign soda when you see soda. Student Behavior Verbal Behavior Reinforcer Social
INTRAVERBAL
Answering wh questions or having a conversation so that what you say is determined by what the other person says. A tendency to say soda when someone else says What do you like to drink? or Something you drink is _______. Student Behavior Verbal Behavior (Does Not Match Other Person) Reinforcer Social
LISTENER RESPONDING
Following instructions or selecting an item when given its name. A tendency to give someone the soda after they say Give me the soda. Student Behavior Listener Behavior Reinforcer Social
Selecting items in the environment when provided a description of LISTENER RESPONDING BY FUNCTION, FEATURE AND CLASS them and not their names. A tendency to point to soda when (LRFFC) someone says Touch what you like to drink.
Reinforcer Social
Labeling items in the environment when provided only with a description, not their names. A tendency to say soda when a can or picture of soda is present and someone says Tell me what you like to drink. Student Behavior Verbal Behavior (Does Not Match Other Person) Reinforcer Social
Labeling items in the environment when provided only a description, not their names. A tendency to say soda when someone says Tell me what you like to drink. Student Behavior Verbal Behavior (Does Not Match Other Person) Reinforcer Social
Duplic: (Echoic and Mimetic). A verbal behavior in which the form is controlled by someone elses verbal behavior with 11 correspondence. An echoic repertoire is an essential first step towards teaching more complex verbal behavior and shaping articulation. Echoic repertoire develops quickly in typical students and transfers to manding/tacting readily after several trials. Typical adults still use the echoic repertoire to make their behavior more effective (ex. repeat complicated directions to improve understanding). The echoic repertoire can usually be developed in persons with developmental delays, but the behavior does not transfer to other more useful situations or occur spontaneously without training. It is effective to teach non-vocal persons with developmental delays motor imitation as a first step towards teaching sign language rather than focus on vocal imitation.
Tact: A verbal behavior under the control of nonverbal environmental stimuli which includes items seen, heard, felt, tasted,
or smelled. Tacts are strengthened by social reinforcement. Listeners reinforce speakers for tacting because tacts provide useful information to them. Persons who are not motivated by social reinforcement (ex. persons with autism) do not readily acquire tacts during initial language training. It is a misconception that once a person can follow receptive commands and tact objects that they can necessarily ask (mand) for the items or talk about the items (intraverbal). Many persons with developmental disabilities never develop verbal behavior beyond receptive compliance and tacting although they may be able to under the proper teaching conditions (stimulus control). Novel tacts do not necessarily have to be taught directly due to stimulus generalization (ex. the ability to identify all books as books after having been taught to tact only a few books).
Intraverbal: A verbal behavior which is under the control of other verbal behavior and is strengthened by social
reinforcement. For example, a tendency to say soda when asked to name a drink. Intraverbal behavior allows a person to talk about objects or events when they are not present. Intraverbal behavior involves turn-taking between multiple speakers. What is said by various speakers does not match. Conversations are an example of intraverbal behavior.
Comparison of Discrete Trial Training (IT) and Natural Environment Training (NET)
Discrete Trial (IT) Stimulus Items a. Chosen by teacher b. Repeated until criterion is met c. Phonologically easy to produce irrespective of whether they were functional in the natural environment a. Teacher holds up stimulus item (ex. stimulus item not functional within interaction) a. Correct response or successive approximations reinforced a. Edible reinforcers paired with social reinforcers Natural Environment Teaching (NET) a. Chosen by student b. Varied every few trials
Interaction
a. Teacher and student play with stimulus item (ex. stimulus item is functional within interaction) a. Looser shaping contingency so that attempts to respond verbally (except self-stimulation) are also reinforced a. Natural reinforcers (ex. opportunity to play with the item) paired with social reinforcers
Response
Consequences
Table taken from Teaching Language to Children with Autism or Other Developmental Disabilities, Dr. Mark L. Sundberg & Dr. James W. Partington
Choose theme: Existing MOs derived from current reinforcers Contrived MOs based upon seasons, holidays, special events, etc.
Develop activities: Ideas: o o o o o o o Books Cooking Fine-motor skills Gross-motor skills Music Outdoor Sensory
Considerations: o IEP goals/skill levels o Number of staff o Available materials in classroom o Cost of materials to be purchased o Scheduling Reflect: o Were objectives met? o Could activity be improved? o Should activity be replicated?
BOOK LIST
The Mitten The Napping House The Pig in the Pond Who Lost a Shoe? Over in the Meadow There Was an Old Woman If You Give a Mouse a Cookie If You Give a Mouse a Muffin The Three Little Pigs I Love You, Blue Kangaroo Its My Birthday Pancakes for Breakfast The Search for Sidneys Smile Brown Bear, Brown Bear Polar Bear, Polar Bear The Very Hungry Caterpillar Green Eggs & Ham Are You My Mother? Old McDonald Had a Farm We Are Going on a Bear Hunt Chicka-Chicka, Boom-Boom Sheep in a Jeep Five Little Monkeys Jumping on the Bed Is Your Mama a Llama? Peanut Butter & Jelly Who Said Red? Spots, Feathers, & Curly Tails Erik Carle books Jerry Palotta ABC books Maisy books Pop-Up books Musical books Sams Sandwich, Pizza, etc. Create pictures or manipulative items for each book. Use a Velcro board to display the items as the story continues.
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CRAFT LIST
Google eyes Popsicle sticks/tongue depressors Glitter Paint/paintbrushes Fingerpaint Do-a-dots Scissors Crayons Tissue paper Bag of assorted yarn Bag of fabric scraps Felt Ribbon Lace Hole punch Oak tag Construction paper Food coloring Macaroni/rice/beans Q-tips Feathers Cotton Sequins Pipe cleaners Stickers Washable markers Buttons Foam sheets Fasteners Pom-poms Brown paper lunch bags Stickers Glue Foil
Staff: Stand or sit behind the students assigned to you. It is preferable to sit diagonally behind the students in order to observe their behavior. If your assigned students require supplemental reinforcement, position yourself next to rather than behind your students to keep them focused and orientated towards the group leader. The goal is to reinforce appropriate behavior while being as unobtrusive as possible. Reinforcement comes in many forms and can include edible (food), tangible (ex. toys), sensory (ex. deep pressure), vocal (ex. great sitting), and social praise (ex. thumbs up, rub on back). Initially, students may require a dense schedule of reinforcement which should be thinned over time.** Group leader should present the Sd. It is the responsibility of the staff to prompt the correct response (avoid vocal prompting unless a vocal response is required). Implement behavioral interventions as quietly and unobtrusively as possible. Always remain focused on your students (ex. adults should not be conversing). Staff should not participate in group (ex. singing, asking questions of students, etc.) unless directed by the group leader. For fine-motor skills, staff should prompt the students from behind to ensure that the students are maintaining proper positioning (ex. handwriting, cutting, coloring, etc.). Physical prompts should be faded from behind the students as mastery is achieved. Record data as necessary.
** Students may not have been exposed to sitting and participating in a group for a long period of time. The period of time they are expected to sit should be increased incrementally. Pairing the new group activity with known reinforcers (using back-up reinforcers such as edibles) is an effective way to gradually make that activity a conditioned reinforcer. As the students begin to tolerate being in the group, fade the back-up reinforcers to the point that they are only delivered for appropriate responding. The goal is to eventually fade them out completely.
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Student 1 Visual Perceptual/Matchto-Sample Listener Responding Imitation (motor or vocal) Manding Tacting Intraverbal Play Social Group
Student 2
Student 3
Student 4
Student 5
Student 6
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Example 1 Y N
Example 2 Y N Example 2 Y
Example 3 Y N Example 3 Y
Example 4 Y N Example 4 Y
Example 5 Y N Example 5 Y
Example 6 Y N Example 6 Y
Date: Target
Example 1 Y
Date: Target
Example 1 Y
Example 2 Y
Example 3 Y
Example 4 Y
Example 5 Y
Example 6 Y
Intraverbal Targets Date: Target Person 1 Y N Date: Target Person 1 Y Date: Target Person 2 Y N Person 2 Y Person 3 Y N Person 3 Y Person 4 Y N Person 4 Y Location 1 Y N Location 1 Y Location 2 Y N Location 2 Y Location 3 Y N Location 3 Y Location 4 Y N Location 4 Y
Person 1 Y
Person 2 Y
Person 3 Y
Person 4 Y
Location 1 Y
Location 2 Y
Location 3 Y
Location 4 Y
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ACTIVITY
SKILLS TO BE TARGETED
Mands (requests):
Tacts (labels):
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ACTIVITY
SKILLS TO BE TARGETED
Mands (requests):
Tacts (labels):
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ACTIVITY
Playdoh
SKILLS TO BE TARGETED
Mands (requests): Have the student mand for playdoh Have the student mand for different colors of playdoh Have the student mand for playdoh toys Have the student mand to open the playdoh Have the student mand for help when needed Have the student mand for different actions Have the student mand using a variety of carrier phrases for playdoh Have the student mand for different colors of playdoh using carrier phrases Have the student mand for different playdoh toys using a variety of carrier phrases Have student mand for missing items Contrive situations that would prompt the student to mand for information using WH questions Tacts (labels): Have the student tact playdoh Have the student tact different colors of playdoh Have the student tact the various playdoh toys Have the student tact the shape of an object made with playdoh Have the student tact an action they are performing Have the student tact the size of the playdoh Have the student tact the location of the playdoh Have the student tact the functions, features, and classes of the playdoh and items made with it Listener Responding (receptive): Have the student point to the playdoh Have the student find the various colors and shapes of playdoh Have the student touch or point to the various playdoh toys Have the student point to the functions, features, and classes of items made with the playdoh Intraverbals (WH questions): Have the student identify the sounds of items made with the playdoh Have the student state the functions, features, and classes of the playdoh and items made with it 17
ACTIVITY
Reading a Book Brown Bear, Brown Bear What do You See?
SKILLS TO BE TARGETED
Mands (requests): Have the student mand for you to open the book Have the student mand for you to turn each page Tacts (labels): Have the student tact the animals on each page Have the student tact the color of each animal Have the student tact by the function, feature and class Listener Responding (receptive): Have the student touch or point to each animal Have the student touch or point to various colors Have the student touch or point to the animals based on their function, feature and class Intraverbals (WH questions): Ask the student to give many examples within a category
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ACTIVITY
Reading a Book Five Little Monkeys Sitting in a Tree
SKILLS TO BE TARGETED
Mands (requests): Have the student mand for you to open the book Have the student mand for you to turn each page Tacts (labels): Have the student tact the different animals on each page Have the student tact the different foods Have the student tact the different articles of clothing worn by the monkeys Have the student tact the numbers Have the student tact various colors Have the student tact by the function, feature and class of the pictures Listener Responding (receptive): Have the student touch or point to different animals Have the student touch or point to different numbers Have the student touch or point to different articles of clothing Have the student touch or point to pictures based on their function, feature and class Have the student touch or point to various colors Intraverbals (WH questions): When reading, leave out some words for the student to fill in Have the student count the monkeys on a page Ask the student to give you many examples within a category
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ACTIVITY
Spongebob Board Game
SKILLS TO BE TARGETED
Mands (requests): Mand for the board Mand for each character Mand for the treasure chest Mand for the coins Tacts (labels): Tact the objects Tact the pictures on the board Tact the colors of the characters Tact where a specific character is on the board Tact the functions, features, and classes Listener Responding (receptive): Point to, Touch, Give me, Find, Show me specific characters Point to, Touch, Give me, Find, Show me characters by colors and by shapes Point to, Touch, Give me, Show me by position Intraverbals (WH questions): State members of a specified class State functions, features, and classes
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ACTIVITY
Reading a Book If You Give a Mouse a Cookie
SKILLS TO BE TARGETED
Mands (requests): Book Read Turn page Props (cookie, milk, straw, etc.) Imitation (motor or vocal): Eating Drinking with straw Wiping face Cutting Sweeping Sleeping Book sign Writing Carrier phrases Whats next? Where is the _____?
Listener Responding (receptive): Find the (props) Show me (picture in book) Show me (action from book) LRFFCs (Get what you drink with, etc.) Tacts (labels): Pictures in book Actions in book TFFCs (Tell me something you use to cut) Re-tell/sequence story Intraverbals (WH questions): Fill in missing words as book is read IFFCs (Tell me something else you drink) 21
ACTIVITY
Song Who Stole the Cookie from the Cookie Jar?
SKILLS TO BE TARGETED
Mands (requests): Cookie Jar Open Carrier phrases Mands for information (Where is it?, Whats in there?, When can I have one?)
Imitation (motor or vocal): Movements with song Tacts (labels): Actions Parts and features (What can you tell me about a cookie?)
Intraverbals (WH questions): Fill-in missing verses from song Features, function, and class (What can you tell me about a cookie?, What else is (FFCs)?)
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ACTIVITY
Arts and Crafts Cookie Pictures
SKILLS TO BE TARGETED
Mands (requests): Cookie patterns Paper Pencil/crayon Trace Scissors Cut/tear Paint Brush Sprinkles Crumble Glue Squeeze Carrier phrase Mands for information (How do I make it?, Where is the _____?)
Imitation (motor or vocal): Do This as you make the cookies Listener Responding (receptive): 1-step or multi-step directions Find the (materials) Tacts (labels): Materials Actions Fill in items given functions and reversals Intraverbals (WH questions): Fill in items given functions and reversals Tell me some other snacks
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ACTIVITY
Arts and Crafts Mouse Character
SKILLS TO BE TARGETED
Mands (requests): Mouse pattern Paper Pencil/crayon Trace Scissors Cut Pom-pom/nose Pipe cleaner/tail Overalls/pants Glue Carrier phrases Mands for information (Where is the___?, How do I do it? Whats next?)
Imitation (motor or vocal): Do This as your put mouse together Listener Responding (receptive): Get the (materials) 1-step or multi-step directions Tacts (labels): Materials Actions Fill in items given functions and reversals Intraverbals (WH questions): Fill in items given functions and reversals
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ACTIVITY
Board Game Bingo
SKILLS TO BE TARGETED
Mands (requests): Board Mands for information (Whats next?, Which one?) Chips Carrier phrases Listener Responding (receptive): Identify picture by name LRFFCs Tacts (labels): Pictures on boards Bingo! TFFCs Intraverbals (WH questions): Features, function, and class Can you tell me something else that (FFCs)?
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Follow multiple step directions Receptive subtract/take away Math Skills Count out objects from a larger set (raisins) Activity #4 Clay Bug Materials: modeling clay Objectives: Mand Mand from peers Mand colors Listener Responding Follow multiple step directions Tact Label features: abdomen, thorax, antennae, legs Intraverbal Tell me about an ant Tell me the parts of an ant
Intermediate
Activity #1 Butterfly Painting Materials: butterfly template, paint, large sheet of paper, marker Objectives: Mand Mand for paint, specific colors of paint, paintbrush Mand for attention from peers Tact Label butterfly, art materials Label colors Listener Responding Follow multiple-step directions Activity #2 Butterfly Kite Materials: tissue paper, paper towel rolls, pipe cleaners, scissors, paint, string Objectives: Mand
Mand from peers Mand for specific color of paint Mand for specific color of tissue paper Mand for outside
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Intraverbal What else do you cut with? Listener Responding Follow multiple-step instructions Activity #3 Elefun Game Materials: Elefun game Objectives: Mand Mand for specific color nets Mand for actions: twist, turn it on Tact Parts of the net (handle) Part of the elephant Intraverbal What has wings? What does a butterfly do? What does a butterfly do? Listener Responding Give ______ a red butterfly. Activity #4 Ants in the Pants Game Materials: Ants in the Pants game Objectives: Mand
Mand for ant Mand for push Mand for open Mand for specific colors of ants
Early
Activity #1 Bug Shake Materials: bag of plastic bugs, parachute or sheet Objectives: Mand Mand for actions, shake/throw Mand for bug Intraverbal Up and down Activity #2 Snack Ants on a Log Materials: pretzel logs, peanut butter, raisins 28
Objectives: Mand Mands for raisins, peanut butter, pretzel logs Activity #3 Bug Song Materials: Bug song Bug Song (Sing to the tune of Three Blind Mice) We are bees. We are bees. See how we buzz. See how we buzz. Lets all buzz around in a circle. Lets all buzz around in a circle. We are ants. We are ants. See how we march. See how we march. Lets all march around in a circle. Lets all march around in a circle. We are butterflies. We are butterflies. See how we fly. See how we fly. Lets all fly around in a circle. Lets all fly around in a circle. Objectives: Motor Imitation Intraverbal Fill in song phrase Activity #4 Paint Butterfly Materials: paint, paintbrush, butterfly template, glue popsicle stick Objectives: Mand Mand for paint Intraverbal A butterfly goes up and down
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Activity #5 Crossword Puzzle Materials: paper, crossword ditto Objectives: FFCs Writing
Intermediate
Activity #1 Book Materials: book Objectives: Tacts/TFFC Earth, sun, moon, spaceship Astronaut/tact parts and features
Activity #2 Create the solar system Materials: Styrofoam balls, paint, paintbrush, cups, aprons Objectives: Manding Mand using adjectives Listener Responding Follow directions Activity #3 Word Find Materials: Word find, pencil Objectives: Sight words Fine motor Listener Responding Follow directions Activity #4 Space Hullabaloo Materials: construction paper, markers Objectives: Listener Responding Follow instructions (ex: Hop to the sun) Tact Sun Moon Earth Peer Pairing 31
Activity #5 Space Bingo Materials: Space bingo cards, chips Objectives: Tacts/TFFC Listener Responding Intraverbal Fill-ins
Early
Activity #1 Book Materials: book Objectives: Tact Astronaut Spaceship Listener Responding Point to _______________ Echoics Activity #2 Create an astronaut Materials: construction paper, tongue depressor, glue Objectives: Manding Tacting Motor Imitation Listener Responding Activity #3 Five little astronauts jumping on the bed Materials: Objectives: Mand Trampoline Intraverbal Fill-in (Twinkle, Twinkle, Little Star) Activity #4 Space Dress Up Materials: Objectives: Mand Listener Responding Echoics Blast off 32
Activity #5 Making spaceship out of box Materials: paint, glue, stickers Objectives: Mand Tacting Listener Responding
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NET CHECKLIST
Staff: _______________________ Student: _________________ Observer: ____________________ Date: _______________ Section 1: Setting Area is sanitized Materials needed are organized and ready Variety of reinforcers are available and posted NET lesson plans/targets are updated and visible Section 2: Teaching Procedures Follows students MO Session begins with manding Appropriate level of enthusiasm Voice is natural Adequate number of manding trials Prompts faded as quickly as possible Appropriate VR reinforcement schedule Number of demands faded in Difficulty of demands faded in IT skills generalized Verbal operants mixed Errorless teaching with time-delay prompts Transfer trials follow errors Differential reinforcement of novel/appropriate responses Fluency required Escape extinction utilized properly Rating: 1 = Yes/Consistently 2 = Sometimes/Inconsistently
Adapted from Dr. Vincent J. Carbone 34
Section 3: Behaviors Appropriate antecedent strategies Interventions implemented correctly Social reinforcement paired with tangible reinforcement Accurate data Section 4: Data Collection Sheets are updated and readily accessible Mands are recorded NET targets are recorded
3 = No/Not Occurring
Description: Criterion-referenced assessment Tool to assess across 16 different verbal operants and related skills at 3 developmental levels On-going tracking system Clear visual display of present levels of performance across skill areas Supplemental components: o IEP goals and placement guidelines o Analysis of a students readiness to move to a less-restrictive educational environment o Assessment of 22 common language and learning barriers o Detailed task analysis of component skills supporting the milestones
Advantages: Thorough analysis of select skill areas Efficient to administer Includes explanation of basic verbal operants and how to analyze verbal behavior Skill sequence based upon recent field testing Incorporates motivational variables Requires generalization and fluency criteria
Assessment methods: Observation of student in the natural environment Interview of parents and staff Formal probe trials with student
Assessment procedure: Build a rapport with studentespecially before starting formal trials Read task in individual child booklet: o If student is able to perform skill as written, score 1 and move on to next skill o If student is not able to perform skill as written, refer to instruction manual for more specific scoring criteria (0 or 35 .5)
Score on the basis of students typical use of skill Note: It is better to underestimate a students skill level when scoring if you are unsure. Tact: Total score
2.5
Does the child tact people, objects, body parts, or pictures? 1 1 .5 0 0 Comments/notes: 1. Tacts 2 reinforcing items during testing (e.g., people, pets, characters, or favorite objects) 2. Tacts 5 items during testing (e.g., people, pets,characters, objects, or pictures) 3. Tacts 10 non-reinforcing items during testing (e.g., Shoe, Hat, Spoon, Car, Sup, Dog, Bed) 4. Spontaneously tacts (no verbal prompts) 2 different items during observation 5. Tacts 15 items during testing (e.g., common objects, people, body parts, or pictures)
LEVEL 1 Tact 5 4 3 2 1 Recording results: 1. Each task allows 3 assessments, but this may be exceeded 2. Mark score in individual child booklet by writing 0, .5, or 1 3. Color in grid to match area scored on assessment form 4. Use different color each time assessment is updated Note: Take detailed notes regarding students performance in each skill area (ex. list each known tact specifically rather than just recording a cumulative number of tacts).
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SCHEDULING CONSIDERATIONS
Common reinforcers among students Staff/student ratio Level of staff training Therapies, specials, lunch, etc. Students levels/profiles Age-appropriate activities IEPs/program priorities Length of school day Physical environment (ex. available space, room size, furniture, etc.) Staff rotation Contract requirement (ex. staff breaks, etc.) Budget issues (ex. money for supplies, etc.)
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Monday
9:00-9:15
Tuesday
Wednesday
Thursday
Friday
9;15-9:30
9:30-9:45
9:45-10:00
10:00-10:15
10:15-10:30
10:30-10:45
10:45-11:00
11:00-11:15
11:15-11:30
11:30-12:00
12:00-12:20
12:20-12:50
12:50-1:00
1:00-1:15
1:15-1:30
1:30-1:45
1:45-2:00
2:00-2:15
2:15-2:30
2:30-2:45
2:45-3:00
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TYLER
9:00-9:15
MICHAEL OT
SAM ADL
BRANDON S ADL
BRANDON G ADL
DYLAN ADL
GABI OT
RACHEL ADL
ADL
9;15-9:30
WORK
OT
WORK
PROBE
WORK
WORK
OT
COMPLIANCE
9:30-9:45
ANDREA
FINA
ANDREA
MO
FINA
OT
ONE ON ONE
FINA
9:45-10:00
WORK
PROBE
WORK
WORK
WORK
OT
ONE ON ONE
COMPUTER
10:00-10:15
FINA
MO
FINA
OT
ANDREA
WORK
ONE ON ONE
WORK
10:15-10:30
SPEECH 10:1510:35
COMPUTER
COMPUTER
OT
PROBE
ANDREA
ONE ON ONE
ANDREA
10:30-10:45
COMPUTER
COMPUTER
COMPUTER
COMPUTER
MO
COMPUTER
ONE ON ONE
WORK
10:45-11:00
CALENDAR
CALENDAR
CALENDAR
CALENDAR
SPEECH 10:3510:55
CALENDAR
CALENDAR
ONE ON ONE
11:00-11:30
GROUP OT
GROUP OT
SPEECH 10:55-11:15
GROUP OT
GROUP OT
GROUP OT
GROUP OT
GROUP OT
11:30-12:00
LUNCH
SPEECH 11:5512:15
LUNCH
PT
LUNCH
LUNCH
LUNCH
LUNCH
12:00-12:15
BOOKS
LUNCH
BOOKS
SPEECH 12:05-12:35
BOOKS
BOOKS
BOOKS
BOOKS
12:15-12:30
VIDEO
VIDEO
VIDEO
SPEECH 12:05-12:35
VIDEO
VIDEO
VIDEO
VIDEO
12:30-12:45
APE
PSD
APE
APE
PSD
SPEECH 12:15-12:35
APE
APE
12:45-1:00
COMPUTER
PSD
PROBE
SPEECH 12:55
PSD
WORK
COMPUTER
COMPLIANCE
1:00-1:15
COMPUTER
PSD
MO
SPEECH 1:25
PSD
FINA
COMPUTER
ONE ON ONE
1:15-1:30
PROBE
PSD
PSD
PROBE
ONE ON ONE
1:30-1:45
MO
PSD
PSD
MO
ONE ON ONE
1:45-2:15
SNACK
PSD
SNACK
PSD
SNACK
SNACK
SNACK
2:15-2:35
COMPUTER
PSD
COMPUTER
PSD
COMPUTER
COMPUTER
COMPUTER
2:35-2:55
ART
PSD
ART
PSD
ART
ART
ART
2:55-3:00
ADL
PSD
ADL
PSD
ADL
ADL
AD;
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7. PACE INSTRUCTION PROPERLY. Instruction which is delivered in a fast pace manner (short inter-trial intervals; ITI) can reduce problem behavior and student errors by lowering the value of escape as a reinforcer relative to the same demands when presented slowly. An important caveat is that this escape-abolishing effect may be achieved only when errorless teaching methods of the type recommended above are employed and the number of easy demands before reinforcement are increased gradually. (Carnine, 1976; Weeks and Gaylord-Ross, 1981; Carnine and Engelmann, 1982; Dunlap, Dyer and Koegel, 1983; West and Sloane, 1986; Cameron, Luiselli, McGrath and Carlton, 1992; Zanolli, Daggett, and Pestine, 1995)
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8. TEACH TO FLUENCY. Teaching skills to fluency (correct and quick) as opposed to just correct decreases the value of escape as a reinforcer relative to other reinforcers available for non- fluent responding. It appears that students who learn to respond quickly and accurately and not just accurately tend to exhibit greater endurance for longer duration sessions without problem behavior. (Binder, 1982; 1984; 1990; 1996) 9. ESCAPE EXTINCTION. Use extinction for problem behavior that occurs when the EO is not manipulated precisely, so as to abolish problem behavior. (Zaracone, Iwata, Smith, Mazaleski, and Lerman, 1994; Pace, Ivanic, and Jefferson, 1994)
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TEACHING TIPS
1. Pair environment and materials with reinforcement 2. Fade in task difficulty 3. Fade in number of tasks 4. Be errorless (most to least prompting) 5. Intersperse easy and difficult tasks 6. Mix and vary task presentation 7. Use fast pace (1 2 seconds between trials) 8. Require fluency (responding in 1-2 seconds) 9. Use variable rate of reinforcement (around an average # of responses) 10. Use escape extinction for problem behavior
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Rationale: Reinforcement provided based on an average number of responses (versus every response) will lead to strong, rapid student responding (Skinner, 1953; Van Houten & Nau, 1980; Clark & Sherman, 1975; Guess & Baer, 1973; Vollmer, et. al.,1999).
Calculation: Conduct 2 separate IT sessions (ex. 1 in the am & 1 in the pm). Record the number of responses the student engages in before problem behavior occurs for each run-through (the set of demands between delivery of reinforcement). Calculate the average number of responses by adding up the total number of responses & dividing by the total number of run-throughs. Set the initial VR just below the calculated average. Create a range (the lowest & highest number of responses) accordingly. If the student is just starting out in IT &/or has frequent problem behaviors, the range should be narrow (ex. if calculated average is 5, range could be 2-7). If the student is able to engage in many responses with little or no problem behavior occurring, the range could be broad (ex. if calculated average is 15, range could be 5-25). After 4 consecutive days with 0 problem behaviors, gradually increase the VR.
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ESCAPE EXTINCTION
USE:
Say only the ORIGINAL DEMAND until student complies on his/her own (no praise)
Add a varied number of additional demands at a similar difficulty level and/or of a similar type (no praise)
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1.
2.
3.
Was my VR schedule appropriate? Am I increasing the number and difficulty of tasks gradually?
4.
5.
6.
7.
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IMMEDIATE TRANSFER TRIAL Stimulus with 2-Sec. Delay: What is it? (staff)
No Response: (student)
Next Trial
Block Response if Possible or Hands Down to Neutral (any motor response) Ignore Vocal Response
Next Trial or 1 More Transfer Trial Note: Fade prompts as quickly as possible. Use the least intrusive prompt necessary to evoke the correct response. Continue cycling back to the target stimulus until you get an unprompted (independent) response. The first independent response should be immediately reinforced.
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Acquisition Target
Cold Probe
4 Yess
No
Acquisition Target
Yes
No
Acquisition Target
Maintenance
Month 1 Probe
No
Acquisition Target
Yes
Month 2 Probe
No
Acquisition Target
Yes
Month 3 Probe
No
Acquisition Target
Yes
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Student Name: __________________________________ Week Of: _____________ Criteria: _____________________________ Number of Targets Mastered: _______
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Student: _________________________
Target Skill Introduced Acquired/ Retained Date
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-MotivAider timer
-Hand Tally Counters -Language Builder Picture Cards -The Assessment of Basic Language and Learning SkillsRevised (ABLLS-R) -Handwriting Without Tears
-Reading Mastery (level 1) Teaching Materials -Reading Mastery (level 2) Teaching Materials -Connecting Math Concepts -Language for Learning, Thinking, or Writing
-Kaufman Speech Praxis Treatment Kit for Children (KSPTK) -Kaufman Speech Praxis Treatment Kit for Children (KSPTK-2)
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11. Be sure to continue to fill the students bladder with fluids. Initially, more accidents will begin to occur. Continue to use the positive practice procedure when this happens. 12. The accidents should cease within a short period of time. Usually the student will then begin to initiate frequently. If the student self-initiates one time but never initiates again over the next two weeks, start scheduling him/her again. 13. After the student has had 20 consecutive initiations with no accidents, you may stop forcing fluids. 14. When you are ready to take him/her to public places, fill the student's bladder before you leave so that he/she has the need to urinate when you get there. Find the restroom as soon as you arrive and enter without commenting. Walk to the stall and show him/her the toilet to see if he/she will initiate. If not, try using minimal prompts. 15. If the student has a fairly regular bowel schedule, you may want to schedule him/her to sit on the toilet for a while during that time. 16. Bowel movement accidents may continue to occur after the urination is under control. Resist the temptation to put the student back in diapers. Do not use positive practice for BM accidents. You may allow the student to assist with the clean up. 17. Once the student is urinating and having BM's in the toilet, begin teaching the boys to stand while urinating. 18. Once the student is self-initiating for a period of one month with no accidents, you may then teach him/her to mand for the toilet. Stop the student when he/she is walking to the toilet, temporarily block access to the toilet, and prompt him/her to mand for it. Do not teach the student to mand until self-initiation is strong.
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Glossary
3-Term Contingency Antecedent Automatic Negative Reinforcement
Backward Chaining
Chain
Differential Reinforcement
Extinction Burst
Glossary
Generalization A target skill is demonstrated across novel people, materials, and settings Naming an item when a visual cue is not present given its function, feature, or class
Answering "wh" questions and doing fill-in's without a visual cue present Teaching concepts and skills that are unrelated to a student's reinforcement A verbal-operant topography, currently evoked by 1 stimulus, is additionally (jointly) evoked by a 2nd stimulus Following directions or identifying by selection Selection of an item given its function, feature, or class
IT (Intensive Teaching)
Joint Control
Listener Responding LRFFC (Listener Responding by Function, Feature, or Class) Maintenance Maladaptive Mand
A target skill is retained over time Inappropriate behavior that functions to produce reinforcement for the student Asking for something when it is wanted (vocal, sign, or augmentative communication) Set of conditions in the environment that momentarily effects the value of a reinforcer and the frequency of any behaviors that have produced that reinforcer in the past Copying another person's motor movement The removal of an aversive stimulus from the environment following a behavior, thereby increasing the future frequency of that behavior Using a reinforcing item or activity as the basis of your teaching
Mand
Repeatedly presenting a neutral or aversive stimulus with a reinforcing stimulus so the neutral or aversive stimulus also becomes reinforcing
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Glossary
Positive Reinforcement Any stimulus (ex. attention, food item, toy/object, activity, etc.) that when presented (added into environment) immediately following a behavior, increases the future frequency of that behavior A stimulus that increases the future likelihood of the behavior that preceded it due to its biological importance (ex. food, water, etc.) The time between the delivery of the Sd and the prompt in which the individual may respond Systematically decreasing the amount of prompting provided The future frequency of a behavior is decreased based upon the occurrence of a consequence A warning stimulus that signals a worsening set of conditions, thereby establishing its own removal as negative reinforcement A stimulus that occurs after a behavior that leads to an increased frequency of that behavior in the future A single instance or occurrence of a specific class or type of behavior A group of responses of varying topography all of which produce the same effect on the environment An area in which reinforcing materials are not accessible to the students Chaining together various signs due to a lack of stimulus control A neutral or aversive stimulus that acquires its reinforcing effect because it has been paired with a primary or previously conditioned secondary reinforcer Using differential reinforcement to produce response classes that more closely resemble the terminal behavior over time Extinguished behavior re-occurs in situations in which it was previously reinforced Naming or labeling (cue present) The behavior to be changed, replaced, increased, or decreased Naming/labeling an item with a cue present given its function, feature, or class The form or appearance of a behavior
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Reflexive EO
Reinforcement
Sanitized Environment
Shaping
Spontaneous Recovery
Glossary
Transfer Trial The Sd is re-presented and prompting is given after an incorrect or delayed response A stimulus that has momentary reinforcing value because it is necessary to acquire a terminal reinforcer Reinforcement is delivered based upon an average number of responses Any behavior in which reinforcement is socially-mediated (made available by another person)
Transitive EO
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REFERENCES
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(1983). Language. In J. L. Matson, & S. E. Breuamg (Eds.), Assessing the mentally retarded (pp. 285-310). New York Grupe & Stratton. Sundberg, M. L. (1987). Teaching language to the developmentally disabled. Prince George, B.C.: College of New Caledonia Press. Sundberg, M. L. (1990). Teaching verbal behavior to the developmentally disabled. Pleasant Hill, CA: Behavior Analysts. Sundberg, M. L. (1993a). Selecting a response form for nonverbal persons: Facilitated communication, pointing systems, or sign language? The Analysis of Verbal Behavior ,ll, 99-116. Sundberg, M. L. (1993b). The application of establishing operations. The Behavior Analyst, 211-214. Sundberg, M. L. (1996). Toward leg linguistic competence to apes: A review of Savage-Rumbaugh, et al.'s Language. Comprehension in ape and child. Journal of the Experimental Analysis of Behavior, 65, 477-492. Sundberg, M. L., Michael, 7., Partington, J. W (1998). 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L., Pack- Teixteira, L. & Howard, J.S. (1989). Teaching infra verbal behavior to severely retarded children. The Analysis of Verbal Behavior. 7.69-81. Weeks, M., & Gaylord-Ross, R. (1981). Task difficulty and aberrant behavior in severely handicapped students. Journal of Applied Behavior Analysis, 14, 449-463. Weld, E. M., &. Evans, L M. (1990). Effects of part versus whole instructional strategies on skill acquisition and excess behavior. American Journal of Mental Retardation, 4, 377-386. West, R. P., & Sloane, Ji. N. (1986). Teacher presentation rate and point delivery rate. Behavior Modification, 10, 267- 286. Winterling, V., Dunlap, G., & O'Neill, R. E (1987). The influence of task variation on the aberrant behaviors of autistic students. Education and Treatment of Children, 10, 105-119. Wrail at, R., Sundberg, C. T., & Michael, J. (1991). Topography-based and selection-based verbal behavior A further comparison. The. Analysis of Verbal Behavior, 2.., 1-17. Zarcone, J. 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ABOUT THE TRAINING 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13 Objectives of the training were met All topics on the agenda were addressed The materials (e.g. readings, overheads) were relevant to the training content Adequate illustrations and examples were used during the presentation Time was well organized The information is relevant and can be applied to my work situation I believe that I now have a better understanding of the subject presented My questions about the topic presented were answered I received the needed information on the topic I learned enough to implement the concepts in my work I would recommend this training to others I was satisfied with the training Would you VBN Training for future workshops
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2 2 2 2 2 2 2 2 2 2 2 2 Yes
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4 4 4 4 4 4 4 4 4 4 4 4 No
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ABOUT THE PRESENTER(S) 1. 2. 3. 4. 5. The presenter(s) were well prepared and organized I learned enough to implement the concepts into my work The presenter(s) used a variety of activities that corresponded with the content The presenter(s) were easy to listen to The presenter(s) valued your input
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
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3 3 3 3 3
4 4 4 4 4
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Your comments: The thing I found most helpful about the session was _________________________________________________________________ ____________________________________________________________________________________________________________ The session would have been better if _____________________________________________________________________________ ____________________________________________________________________________________________________________ The knowledge and skills learned today will be useful to me to _________________________________________________________ ____________________________________________________________________________________________________________ Other comments:______________________________________________________________________________________________ ____________________________________________________________________________________________________________
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